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Dr. Rajeev K.



Hello! Please permit me to take the liberty, through this electronic communica tion, of offering my candidacy for an appropriate teaching position in Physics. Allow me to introduce myself: I teach physics at the University of Pun e, India. I have had an opportunity to teach both undergraduate (chiefly in the U.S.A.) and graduate courses (in India) in Physics, and have been carrying out my research in the field of Atomic and Molecular Physics, under a special refere nce to aAtomic and Molecular Physicsa; aChemical Physicsa; aDensity Functional T heorya and aMathematical Physicsa. Subsequent to my Ph.D., I had a unique opportunity to work in the Par r-group at the UNIVERSITY OF NORTH CAROLINA, at Chapel Hill, NC. My second post doctoral assignment in The United States was in the Quantum Theory Group at the TULANE UNIVERSITY, New Orleans, LA. These two groups had then been the world's l eading active research groups on density functional theory. Subsequent to anothe r postdoctoral assignment in Canada in Professor Dr. Ajit Thakkaras group at the UNIVERSITY OF NEW BRUNSWICK, I once again carried out my research under my (thi rd one in the United States) post-doctoral associateship in Tulane, New Orleans. Currently I have been collaborating on exciting research problems on molecular clusters with Professor Dr. Libero Bartolotti (formerly with the North Carolina Supercomputing Center, NC) of the EAST CAROLINA UNIVERSITY, Greenville, NC. In addition, collaboration is also underway with my associate at UMN, Minneapolis, MN. We are currently investigating some novel problems in electronic structur e, bonding, response to external electric fields and aqueous solvation molecular of nano-clusters. I have in the past collaborated with PROFESSOR DR. VIRAHT SA HNIas group, Brooklyn College, CUNY; during my second postdoctoral at Tulane. During the SPRING Semester 2007, I was offered a VISITING PROFESSO R position at TULANE UNIVERSITY, New Orleans, LA, USA, which was a gratifying ex perience. I taught three different sections PHYSICS-01, -02 and -03 the algebra -based (non-calculus) course PHYSICS-122 a la Cutnell and Johnson. Most of my s tudents were pre-meds and thankfully, I was able to share some exciting physics with them! The cumulative strength of the classes was about 150, so one encount ered a wide spectrum: dedicated students and serious about physics and some fuss y only about their grades, who also got aconverteda into liking physics. Whereve r possible, I augmented classroom teaching by actual demonstrations that brought forth and de-mystified various phenomena. It was an exhilarating experience wi th students coming from diversified background and cultures as well, which is th e state of affairs in my home country too. Should I get this opportunity of carrying out teaching physics co urses at undergrad / grad level, I shall consider that as a cherished hope being realized. I visited your website and was delighted to observe that you have a v ery conducive environment for academics. I just love to teach the undergraduate classes as much as I do, to teach the aadvanceda ones. In fact I learn from teaching: my Tulane Universi ty experience has been very invigorating, gratifying and enriching. Moreover, opportunities are available in plenty only at the opening level. Motivating stu dents is my objective and as my student-responses would indicate, I reckon that an earnest endeavor toward it is definitely being made! Although my 'Statement ' will elaborate further on this, let me assure you that I shall be carrying out my duties with 100% application of Head, Hand and Heart! I am not hesitant in stating that I simply adotea on teaching!

I am submitting my application electronically. May I request t hat my application may please be considered for an opening for any: PROFESSOR, A SSOCIATE PROFESSOR, ASSISTANT PROFESSOR OR ADJUNCT level, FULL-TIME teaching pos t? I have, in this comprehensive document, included: (i) A Cover Letter (right this very one!) (ii) Career Summary and Objectives (i ii) aWHY HIRE Rajeev Pathaka? (iv) Personal Information (v) Highlights of my A cademic Career: Teaching and Research (vi) List of my research publications (vi i) Referencesa Names, their Coordinates (vii) Teaching Statement (viii) Studen t-Responses (ix) A sketch of my Research Plan. May I request you to kindly acknowledge receipt by e-mail and oblige. I would be most delighted to provide any further information required in support of my candidacy; please just prompt me at either of the following e-m ail addresses. E-mail : E-mail : Thanking you, Respectfully,

Rajeev K. Pathak. Please do visit my Personal Website:


CAREER SUMMARY a Physics teacher at the College and University levels with over 20 years ex perience in teaching core (basic) physics courses: (i) Introductory physics at the undergraduate level in a liberal arts setup, in U.S.A; and (ii) Basic physics courses and elective theoretical physics courses at th e graduate and post-graduate (masteras and beyond) level, in India. a Research experience of over 30 years in Atomic and Molecular physics, in th e fields of: many-electron problems, density functional theory, electron momentu m distributions, mathematical physics, molecules and molecular nano-clusters: hy dration of clusters, hydrogen bonding, clusters interacting with external fields . a Advising doctoral and masteras degree students; writing and obtaining grant s for research projects. Education: Doctoral (Ph.D.); Postdoctoral Research (---chiefly in U.S.A.). CAREER OBJECTIVE

a To educate; to elucidate; to bring out the excitement in learning physics. To apply effectively the maxims of physics to diversified problems and phenomen a. Invoke physical thought process in students. To ainstilla a holistic viewpo int in studying physics. a To demystify physics (most physics principles do not afall ina oneas lap se rendipitously!). To add human element to teaching. Demonstrate what a theme is about and also what it is not. a To carry out research in the ever so exciting field of atomic, molecular an d cluster physics: electronic structure; interactions with external influences; density functional theory and mathematical physics.

Just SOME F-A-Qas and F-A-C-Ts! WHY ME??? WHY SHOULD YOU HIRE RAJEEV PATHAK??? The following is a compilation of the questions that one would normally (and com pletely understandably) tend to ask in order to gauge the potential of a teacher aspirant. I have tried to answer the questions pre-emptively and candidly. I would like to augment the following set of Tables to my application to help my case adjudged in proper perspective! 1. Hey, this guy is an (East-) Indian who has had experience mainly in teaching masteras level core physics courses in India and has done some undergraduate tea ching in the United States. Will he be able to tune with, and reach the wide s pectrum of undergraduate students (in the United States) coming from a diversifi ed background? 1. My Tulane University, New Orleans, LA teaching experienc e has been so overwhelmingly gratifying that I have started to dote on teaching undergraduate physics courses (be it calculus-based or just algebra-based)! My Student-evaluation will elaborate on this more completely. aDiversified backgroundaaThere is no single country in the world that can match the ethnic, social, linguistic, cultural plurality of India. I have experienced the diversity in Tulane and I respect that! Education cuts through ethnic, ra cial, religious barricades! Motley of diversified cultures is the end result. I also respect the fact that The United States is NOT AT ALL xenophobic, a fact that makes that Nation # 1 in the world!!! 2. EnglishaWould this person be proficient in English? We have a good reason t o be skeptic here! Would he be able to communicate with the students effective ly in American English? 2. YES!!! ALL THE WAY!!!! I HAVE HAD ALL MY EDUCATION RIGHT FROM KINDERGARTEN THROUGH DOCTORATE IN ENGLISH! Please read these excerpts from Ms. Amanias ( from the class of 2007 at Tulane) : succinct E-mail, completely obliterating the apprehension or prejudice mentio ned in the adjacent columna QUOTED VERBATIM: E-mail messages received on 2007, JANUARY the 27th AND the 31st: Hi Professor Pathak, aaYour classes are just fine-- we see that you are really trying to make the material clear to us. I particularly liked when you ga ve examples that were similar to problems in the book (that one with the echo on the wall, for example) but that are not actually IN the bookaa aa.I have to say, we are all incredibly impressed by your vocabulary, which is probably the best of any professor I have ever heard lecture at Tulane!...a -

--Regards, Amani Jambhekar Incidentally, in my hometown in India or even in the United States, when I start to speak, they regard me as an American of East Indian origin! I guess I need not elaborate any further!

3. Paperwork! Hiring this individual entails paperwork. Why go through the ha ssle? 3. Gimme a break!!! Not much paperwork requiredathings are best handled by th e International Center that every University has. Why go through the ahasslea ( it is not!). Try me and you will never regret; youad be glad you did the paperw ork for this aguya!!!

4. This guy is OLD! Must be a burned-out. Would he have the energy to teach th ree classes everyday? 4. NO!! THE CONTENTION IS NOT AT ALL TRUE!!! Besides the gratifying fact t hat my personality defies my age (in a favorable way!), I proudly declare that am more enthusiastic, more energetic, I work out daily more thanaan average pers on in his/her mid-30as. Most of my Tulane students had estimated my age to be ~ 35 years whereas in point fact it was 51 years! I taught (or shared the excitement with!) Undergraduate physics to three (3) d ifferent sections in Tulane. No big dealaI could teach for several hours with u ndiminished enthusiasm and energy and zeal to impart the right stuff! In Pune, India, I have been teaching three classes everydayaa fact that should speak for itself.

5. He already has a professor-level job. or level job? Would his home institute grant him leave? 5. YES!!!! WITH UTMOST PLEASURE!!!!

Would he accept an assistant profess

Fat Salary is NOT my objective!

Professor level joba.look at the EXPERIENCE!!! That is my asset! TRY ME!!! I know exactly the common lacunas students have and exactly where students need to be educated! I do not want only to say aHire me and you will not regretaathat still reeks of a rude and perhaps patronizing attitude! I would rather say ---aPlease give me the opportunity to make undergraduate education an enjoyable experienceafor me and for the students! Let us have a WIN-WIN situation!!!a YES! LEAVEaNO PROBLEM AT ALL! I am entitled to FIVE YEARS of leave of absence: 1 year sabbatical, 1 year earned leave and a 3-year lien. WHY ME??? Let me say, after all thisaJUST TRY ME!!!! NOW, THE ACTUAL CV...! (Please check- right below...) Dr. Rajeev Kr

ishnarao Pathak a Mailing Addresses a Office : University of Pune Punea"411 007,Maharashtra,INDIA 69-9072

Department of Physics Telephone No. (91)-20-25 Extension-324

(Pune, India) E-mail (Office) : FAX 4 NOTE: Indian Standard Time=GMT+5 hrs 30 mins a Residence:E-17, Apt.205, Brahma Memories Apartments. Bhosale Nagar, Pune-411 007; Maharashtra State, INDIA. E-Mail (Personal): : (91)-20-2569-168 path

TELEPHONIC CONTACT NUMBERS: Land Line (Pune, India) Telephone No. [011]-(91)-20-2556-0262 THE MOST PREFERRED ONES: Cell phones: [011]-(91) 992 191 5235 ; [011]-(91) 985 066 9498. NOTE: Indian Standard Time=GMT+5 hrs 30 mins a Academic Qualifications : Ph.D. in Theoretical Physics, on the problem aSome Investigations on Atoms and M olecules within the Density Functional Formalisma(University of Poona, Pune, Ind ia). Have worked as a Postdoctoral Research Associate in Professor Dr. Robert G. Parras Group, University of North Carolina, Chapel Hill, NC, U.S.A. The Quantu m Theory Group at the Tulane University, New Orleans, Louisiana, U.S.A. in Profe ssor Dr. Melvyn P. Levyas Group (with Professors Drs. Mel Levy and John Perdew) , University of New Brunswick, Fredericton, Canada (Professor Dr. Ajit J. Thak karas group); and subsequently, once again, in New Orleans, U.S.A, with Professo rs Drs. Levy and Perdew. a Academic Record DEGREE, INSTITUTE , MARKS/OUT OF, (PER CENT( %)), PERCENTILE REMARKS B.Sc. Physics, Fergusson College University of Poona Pune, MH, India; 431 MARKS/OUT OF 500 (86. 20%) PERCENTILE: 100% REMARKS: Was awarded all the four prizes in Physics for Topping in Physic s. ________________________ M.Sc. Physics University of Pune Pune, MH, India.

1626 MARKS/ OUT OF 2000 (81.30%) PERCENTILE: 100% Stood First at the University. Was awarded the Physics Prize. Ph.D. Physics University of Pune Pune, MH, India. Thesis Title: aSome Investigations on Atoms and Molecules within the D ensity Functional Formalisma Supervisors: The Late Professor Dr. P.V. Panat a nd Professor Dr. S.R. Gadre. Theoretical Physics: Density Functional Theory Ph.D.: 1982 Postdoctoral Assignments: In the U.S.A., chiefly (1982-1986, 1992, 1997) ______________ Postdoctoral: University of North Carolina at Chapel Hill, NC, U.S.A. Professor Dr. Robert G. Parr Group (Density Functional Theory) Postdoctoral: Tulane University, New Orleans, LA, U.S.A. Mentor: Professor Dr. Melvyn P. Levy Co-Mentor: Professor Dr. John P. Perdew (Density Functional Theory) Postdoctoral: University of New Brunswick, Fredericton, NB, Canada Mentor: Professor Dr. Ajit J. Thakkar (Atomic and Molecular Physics and Quantum Chemistry) Postdoctoral: (once again) Tulane University, New Orleans, LA, U.S.A. (ENCORE!) Mentor: Professor Dr. Melvyn P. Levy Co-Mentor: Professor Dr. John P. Perdew (Density Functional Theory) aResearch Experience :

* Engaged in research in theoretical Physics within the field a Density Fu nctional Theorya, which offers an exact general formalism describing atoms, molecules and solids. Have been engaged in formal developments as well as a pplications of the theory. Have also worked on the problems : Electronic exchange and correlation effects in atoms in both position and momentum spaces. Intermolecular potential energy surfaces. Electron Momentum-Distributio ns. Rigorous inequalities in atomic and molecular physics. Electrostatic Potentials for molecules. Structure and properties of Density - Matr ices in co-ordinate and momentum spaces. Critical. Exponents in High-Tc s uperconductivity via a theoretical model. a Compton Defecta within the Kohn-S

ham approach. Positron-atom binding. Indirect paths for accurate atomic e nergies. Ab initio studies on Water anionic clusters. Hydrogen-bonded clusters and their response to external electric fields. Kindly refer to the list of res earch publications enclosed as Appendix-A. aTeaching Experience : Graduate (Masteras) level: Have been working as a Professor of Physics at the Department of Physics, Univer sity of Pune, Pune, India. Have taught 4 (four) full courses in Quantum Mechanic s at introductory, intermediate and advanced levels and a special course on Intr oductory Quantum Electrodynamics. Further, have taught two full courses on Clas sical Electrodynamics. Also, have conducted a large number of problem solving s essions for Masteras Degree students for the subjects: Classical Mechanics, Quan tum Mechanics, Statistical Mechanics and Electrodynamics. Have taught classical mechanics (calculus-based); electricity and magnetism, hea t and thermodynamics, mathematics for physics, modern physics at the undergradua te level. Undergraduate level: * Teaching carried out in the United States of America: During the Spring Semester of 2007 (January-July, 2007) I was offered a visiting professorship at the Department of Physics, Tulane University, New Orleans, Lou isiana-70118, U.S.A. I taught undergraduate physics courses PHYSICS 122a"Sectio n 01, PHYSICS 122a"Section 02, PHYSICS 122a"Section 03, an algebra-based non-cal culus course to the above three classes (sections). The prescribed text was Cut nell and Johnsonas Introductory Physics. The student community included a subst antial contingent of pre-medical students. * Teachersa Training Courses Conducted: Have conducted several aRefresher Coursesa aimed at training College Teachers na tionwide in India, sponsored by the University Grants Commission, New Delhi, Ind ia. Refresher Courses in Mechanics, Electricity and Magnetism, Quantum Mechanic s, Statistical Mechanics, Thermodynamics, Elementary Optics, Atomic and Molecula r Physics, Quantum Chemistry and Mathematical Physics were conducted. These co urses comprise revision of the concepts and wherever possible, experimental back -up. Also, arranged two visits to the worldas largest functional Giant Meter-wa ve Radio Telescope (GMRT) facility at Narayangaon, near Pune, India. Conducted intensive problem-solving for college teachers in Classical Mechanics, Quantum M echanics and Electrodynamics. a- Student-Guidance: Doctoral Level: 1. Dr. Rajendra R. Zope, currently at UTEP, El Paso, Texas, U. S.A. 2. Dr. Dhurba Rai, now at the University of Tel Av iv, Tel Aviv, Israel. Masteras Level: Mr. Mebratu Madebo (New Time-Energy Uncertainty Principle), Tr ushant Majmudar (Neural Networks), Ms. Sarika Mahajani (Applications of Neural Networks), Mr. Shivaji Sonawane( Supersymmetric Quantum Mechanics), Mr. Salil Be dkihal (Spin-3/2 systems: The Rarita-Schwinger Equation), Mr. Girish Nathan (App lication of feed-forward Neunets to Atomic Physics); Mr. Tarak Thakore (Berrya s Phase). Co-supervised aNeutrino oscillationsa by Mr. Maulik Naria. Advising at Undergraduate Level: Ms. Carleigh Hebbard (On the Molecular Hamilto nian, at Tulane, New Orleans); Conducted demonstrations for students on Brewster as angle; Total-Internal-Reflection, Wave Motion (in India and in USA).

a- External Funding Sought: Have completed several research schemes: (i) UG C, New Delhi: Compton aDefecta; (ii) UGC Career Award Scheme (Atomic Energies, P ositron-States, Density Functional Theory) (iii) C-DAC Project (iv) UniversityPotential-for-Excellence Award of a Research Scheme (on-going) for study of mole cular nano-size clusters and their behavior in Electric Field a Conferences Attended : Had an opportunity to attend the NATO sponsored aInternational Conference on The oretical Physics: The Density Functional Formalism for atoms, Molecules, Solids and Nucleia in Alcabideche, Lisbon, Portugal, in September 1983. Also, participa ted in the Mardi Gras conference in New Orleans, Louisiana, U.S.A. in February 1 984. Participated in the workshop for Atomic, Molecular and Solid State Physics at the International Center for Theoretical Physics, at Trieste, Italy, during J uly-August, 1991.Visited University of New Brunswick, Fredericton, N.B., Canad a during May 1992 to June,1992; University of North Carolina, Chapel Hill, N.C., U.S.A. and Tulane University, Louisiana, U.S.A.; Princeton University, Princeto n, N.J., U.S.A.; Duke University, Durham, N.C., U.S.A.; the City University of N ew York, New York, U.S.A. during June,1992 to August, 1992 for further research. Attended and delivered a seminar in the CMT-XX (aCondensed Matter Theories-20a) International conference hosted by our University in December 1996 (this was a truly international conference, Dr. Eric Cornell, its participant won the Nobel Prize later, for experimental demonstration of Bose-Einstein Condensation). Was an invited speaker as well as a member of the International Advisory Board for t he aSCCS a" 97a(i.e. Strongly Coupled Coulomb Systems, 1997) International Confe rence, which was attended during July-August 1997, in Boston, Massachusetts, U.S .A. Nanophysics conference/workshop at the International Center of Theoretical Physics, Trieste, Italy, during May-June, 2004. The International Symposium on Frontiers in Density Functional Theory: Fundamentals and Applications, ACS Confe rence in honor of Professor Dr. Robert G. Parr's 85th Birthday, Atlanta, GA, USA (March-April, 2006: Invited talk); the American Physical Society March 2008 Mee ting at New Orleans, LA, USA (March, 2008:poster presentation); the American Phy sical Society March 2009 Meeting at Pittsburgh, PA, USA (March, 2009:poster pres entation). During May-June 2010, delivered a set of colloquia at Hunter College , Queens College, Brooklyn College, and the Graduate Center of the City Universi ty of New York, NY, U.S.A., under a visiting professorship award by the American Physical Society. a Miscellaneous : * Worked as a joint secretary, Indian Physics Association, Poona Chapter, dur ing 1979 1982; also, as Secretary (1989-1992) of a popular Science Club, viz. aJidn yasaa aimed at initiating science-awareness, especially amongst school and college stu dents. Contributed some demonstration a" apparatuses to aExploratorya. During the spring semester of 2007, at Tulane, developed some simple apparatuses bring ing out the principles underlying various physical phenomena in sound wave propa gation, electricity and magnetism for undergraduates. * Actively participated in Athletics. Won the titles aMr. Fergusson Collegea and aMr. Poona (now: aPunea--) Universitya. * Conducted and participated in several mountaineering expeditions in the Western Indian Region. a Languages Known: Marathi (Mother Tongue), English, Hindi and to a feeble e xtent, Sanskrit, and German. a Foreign Countries Visited :

Long Stays The United States of America : November1982- May 1985 ; subsequently during M ay 1986 - September 1986 and June 1992-August 1992; July-August1997; M arch-April, 2006; January-through-July, 2007, March, 2008; March, 2009; May-June, 2010. (Hold a valid U.S. Social Security Number). Canada : January-May1986; May1992 - June 1992.

Italy and Germany : July 1991-August 1991; May-June, 2004. Short Stays : Portugal, The United Kingdom, Spain, Belgium, Luxemb(o)urg, T he Netherlands, Germany (Deutschland), Austria (-sterreich), Switzerland, Norway, Italy, France, Sweden, Finland, Denmark, Singapore, Malaysia, Thail and. a Awards at the National level : Winner of the aCareer Awarda in Physics awarde d by the University Grants Commission, New Delhi, India (award availed during 1995 - 1998). a Recognitions and Awards at the International level: * Membership of the International Advisory Board for the Internat ional Conference SCCS-97 (Boston, MA, U.S. A.: July 1997). *American Physical Society's Visiting Professor Award under the In do-US Science & Technology Forum ( New York C ity, USA: May-June, 2010) a). Membership of Professional Bodies : The American Physical Society (Member

APPENDIX- A Research Publications of Dr. Rajeev K. Pathak I. Papers published/accepted for publication:

1. Direct and Reverse Transformations between Electron Density and Electron Momentum Density * S. R. Gadre and R. K. Pathak Physical Review a" A (American Physical Society) Volume A24, pages 2906-2912 (Year :1981). 2. Estimation of <p> and <1/p> from Atomic Electron Densities *R. K. Pathak and S.R.Gadre Journal of Chemical Physics (of the American Institute of Physics) Volume 74, pages 5925-5926 ( Year : 1981).

3. On Representation of the Coulomb Integral by One-Electron Functional * S. R. Gadre and R. K. Pathak Journal of Chemical Physics 75, 4740-4741 (1981). 4. Local Density Functional Model for Atoms in Momentum Space *R. K. Pathak, P. V. Panat and S. R. Gadre Physics Review a" A25, 3073-3077 (1982). 5. Lower Bounds to the Weizscker Correction * S. R. Gadre and R.K. Pathak Physical Review a" A25, 668-670 (1982). 6. Relationships between the Terms in the Gradient Expansion :Kinetic and Exchan ge Energy Functionals * R. K. Pathak and S. R. Gadre Physical Review a" A25, 3426-3428 (1982). 7. Estimation of <p> and <1/p> from Atomic Electron Densities : A. comment * S. R. Gadre and R. K. Pathak Journal of Chemical Physics 77, 1073-1073 (1983). 8. On Monotonicity of the Atomic Electron Momentum Density and The ShellStructure Characteristics of the Radial Momentum Density * S. R. Gadre, S.J. Charavorty and R.K.Pathak Journal of Chemical Physics, 78, 4581-4584 (1983). 9. Electron Density to Electron Momentum Density : The use of an Energy Constra int * S. R. Gadre, S. P. Gejji and R. K. Pathak Physical Review a" A27, 3328-3331 (1983). 10. Electron Density to Electron Momentum Density: Connection with the Locally Averaged Method. * S. R. Gadre, S. P. Gejji and R. K. Pathak Physical Review a" A28, 462-463 (1983). Gradient-free Representation of the Weizscker term for Atoms. * R. K. Pathak and S. R. Gadre Physical Review a" A28, 1808-1809 (1983).


12. An Upper Bound to the Exchange Integral for Coulomb Interactions * R. K. Pathak Journal of Chemical Physics 80, 583-584 (1984). 13. Bound Excited States within Density Functional Formalism: The Levy funct ional. * R. K.Pathak Physical Review a" A29, 978-979 (1984). 14. From Molecular Electron Density to Electron Momentum Density * R. K. Pathak, S. P. Gejji and S. R. Gadre Physical Review a" A29, 3402- 3405 (1984). Statistical Electron Angular Correlation Coefficients within the Hohenberg - Kohn - Sham Theory, for Atomic Systems * R. K. Pathak Physical Review a" A31, 2806-2809 (1985). Relationships among the Terms in the Gradient Expansion of the Kinetic



and Exchange- Correlation Energy Functionals. II * R.K. Pathak and L.J. Bartolotti Physical Review a" A31, 3557-3564 (1985). 17. Approximate Relationships between Density Power Integrals, Moments of the Momentum Density and Interelectronic Repulsions in Diatomic Molecules * R. K. Pathak, B. S. Sharma and A. J. Thakkar Journal of Chemical Physics 85, 958-962 (1986). 18. Fourth- Order Gradient Expansion of the Fermion Kinetic Energy: Extra Terms for Non-Analytic Densities *J. P. Perdew, V. Sahni, M. Harbola and R.K. Pathak Physical Review- B-34, 686-691 (1986).

19. Very Short a"range Interatiomic Potentials * R. K. Pathak and A. J. Thakkar Journal of Chemical Physics 87, 2186 a"2190 (1987). 20. Indirect-path Method for Atomic and Molecular Energies, and New Koopmans Theorems * M. Levy, R. K. Pathak, J.P. Perdew and S.Wei Physical Review- A36, 2491 a"2494 (1987). (Rapid Communication) 21. Interconnections between Electron Densities in Position and Momentum spaces * S. R. Gadre and R. K. Pathak In Lecture Notes in Chemistry series, by Springer-Verlag, Vienna Volume 50 (1988), (18 pages). 22. Bounds to Electron-Repulsion Integrals (Invited Article) * S. R. Gadre and R. K. Pathak Proceedings of The Academy of Sciences-I Vol.100, pp483-508 (1988).

23. Developments of Links between Electron Densities in Complementary Spaces * R. K. Pathak and S. R. Gadre Portugalea Fisica Vol.19, pp 407-408 (1988). 24. Rigorous Bounds to Molecular Electron Repulsion and Electrostatic Potential Integrals * S. R. Gadre, S.A. Kulkarni and R. K. Pathak Journal of Chemical Physics, 91, 3596-3602 (1989). 25. Reduced First-order Density Matrices and aExchange-onlya Correlation-Factors for some Closed-shell Atomic Systems. * S. R. Gadre, S.A. Kulkarni and R.K. Pathak Physical Review a" B41, 4749-4751 (1989). 26. Critical Indices for High a" Tc Superconductors *R. K. Pathak and P. V.Panat Physical Review- B41, 4749-4751 (1990).

27. Atomic and Molecular Diamagnetic Susceptibilities from Compton Scattering Data * S. R. Gadre and R.K. Pathak Physical Review-A92, 4327-4330 (1990). 28. Momentum Space Atomic First-Order Density Matrices and aExchange a"onlya Correlation Factors. * R. K. Pathak, S. A. Kulkarni and S. R. Gadre Physical Review a" A42, 2622-2626 (1990). 29. Maximal and Minimal Characteristics of Molecular Electrostatic Potentials * R. K. Pathak and S. R. Gadre Journal of Chemical Physics, 93, 1770-1773 (1990).

30. Non-occurrence of Non-nuclear Strict Maxima in Molecular Electrostatic Potentials (Invited Article) * S. R. Gadre and R.K. Pathak Proceedings of the Indian Academy of Sciences, Vol.102, pp.189-192 (1990). 31. Reply to the Comment on aMaximal and Minimal Characteristics of Molecular Electrostatic Potentialsa : Some Further Extensions. * S. R. Gadre, S. A. Kulkarni and R.K. Pathak Journal of Chemical Physics, 94, 8639-8639 (1991).

32 . Bounds to Atomic and Molecular Energy Functionals * S. R. Gadre and R. K. Pathak Advances in Quantum Chemistry, Vol.22, pp.211-300 (Academic Press, U.S.A., 1991). 33. Topographical View of Molecular Electron Momentum Density * S. A. Kulkarni, S. R. Gadre and R.K. Pathak Physical Review-A42, 4399-4406 (1992). Density-based Molecular Electron Localization Functions * S. R. Gadre, S. A. Kulkarni and R. K. Pathak Journal of Chemical Physics, 98, 3574-3576 (1993). Leading Corrections to the Atomic Impulse-approximation Comption Profiles: A Density Functional Approach * R. K. Pathak, A. Kshirsagar, R. Hoffmeyer and A. J. Thakkar Physical Review-A48, 2946-2951 (1993). A necessary Condition for Atom-Positron Bound State * R. K. Pathak Physical Review-A50, 2191-2196 (1994). Positron Binding: A Positron-Density Viewpoint * T. Baruah, R.R. Zope, A. Kshirsagar and R. K. Pathak Physical Review- A50, 2191-2196 (1994). Leading Corrections to Atomic Impulse Approximatin Compton profiles: Second order Correction * R. R. Zope, A. Kshirsagar and R. K. Pathak Chemical Physics Letters (Elsevier, Amsterdam) Volume a" 242, pp 555-559 (1995).






39. Indirect path method: Accurate total atomic energies * M. K. Harbola, R. R. Zope and R. K. Pathak Physical Review a" A53, 3652-3656 (1996). 40. Density-Functional approach to positron-neutral atom bound states * T. Baruah, R. K. Pathak, A. Kshirsagar Physical Review A55, 1518-1521 (1997). 41. Atomic Compton Profiles Within different aexchange-onlya theories * R. R. Zope, M. K. Harbola and R. K. Pathak European Physical Journal D7, 151-155 (1999). 42. Ab initio Studies of anionic water pentamer clusters * S. A. Kulkarni, L. J. Bartolotti and R. K. Pathak Journal of Chemical Physics 113, 2697-2700 (2000). 43. Ab initio investigations on neutral clusters of ammonia: (NH3)n (n=2-6) * S. A. Kulkarni and R. K. Pathak Chemical Physics Letters 336, 278-283 (2001). 44. Ab initio investigations on neutral Hydrogen Peroxide clusters: (H2O2) n (n=2,4) * S. A. Kulkarni, L. J. Bartolotti and R. K. Pathak Chemical Physics Letters 372, 620-626 (2003). 45. Structures, energetics and vibrational Spectra of (H2O2)a(H2O2)n n = 1-6 : Ab Initio quantum chemical investigations *A.D. Kulkarni, R.K. Pathak and L.J. Bartolotti Journal of Physical Chemistry (American Chemical Society) 109, 4583-4590 (2005). 46. Momentum-space properties from Co-ordinate-space electron density *M.K. Harbola, R.R. Zope, A. Kshirsagar and R. K. Pathak Journal of Chemical Physics 122, 204110 (1-5) (2005). 47. Effect of additional water on hydrated hydrogen peroxide: a quantum che mical study * A.D. Kulkarni, R.K. Pathak and L.J. Bartolotti Journal of Chemical Physics 124, 214309(1-7) (2006). 48. Interaction of peroxyformic acid with water molecules: A first-principl es study * A.D. Kulkarni, D. Rai, L.J. Bartolotti, and R.K. Pathak Journal of Physical Chemistry a"A 110 (42), 11855 -11861 (2006). 49. Electric field effects on aromatic and aliphatic hydrocarbons: A Densit yFunctional study * D. Rai, H. Joshi, A.D. Kulkarni, S.P. Gejji, and R.K. Pathak Journal of Physical Chemistry-A: 111 (37), 9111 -9121, 2007). 50. The Methyl-hydroperoxide dimer: a Novel Molecular Cluster * A.D. Kulkarni, D. Rai, L.J. Bartolotti and R.K. Pathak Journal of Molecular Physics THEOCHEM 824, 32-38 (2007).

51. Water clusters (H2O)n, n= 6-8 in external electric fields * D. Rai, A. D. Kulkarni, S. P. Gejji, and R. K. Pathak

Journal of Chemical Physics 128, 034310, (2008). 52. Is high electric field capable of selectively inducing a covalent-like bond between polar and non-polar molecular species? * D. Rai, A. D. Kulkarni, S. P. Gejji, and R. K. Pathak Theoretical Chemistry Accounts (Springer): Chemical Physics 123, 501-511 (2009). 53. Microsolvation of Methyl Hydrogen Peroxide: Ab Initio Quantum Chemical Approach * A. D. Kulkarni, D. Rai, R. K. Pathak, and L.J. Bartolotti Journal of Chemical Physics: 131(5), 054310 (2009).

II. Research Papers Communicated / Under preparation * Zwitterionic to Normal transition in Glycine+ (H2O)2 induced by mi grant water molecule * A.D. Kulkarni, D. Rai, S.P. Gejji, L.J. Bartolotti and R.K. Pathak (Communicat ed)


Studies in progress:

* Rigorous, co-ordinate free derivation of Electromagnetic Field Tran sformations under pure Lorentz boosts. * aExacta Exchange-Correlation within density functi onal theory exclusively the coordinate electron density * Momentum-space signat ure of an external electric field applied to a cluster. * Higher amino acids an d their hydration. A List of my Professional References Followsaa (please refer to the NEXT page)--


References :

1. Professor Dr. John P. Perdew Department of Physics and Astronomy P. Stern Hall, Tulane University, New Orleans, Louisiana 70118 U. S. A. E-mail Tel: (504)-862-3180 ; USA 2. Professor Dr. Libero J. Bartolotti Department of Chemistry, East Carolina University Science and Technology Building Suite 300, Greenville,

North Carolina 27858-4533 U. S. A. E-mail: Tel: (252)-328-9762; USA 3. Professor Dr. Subhash V. Ghaisas Department of Electronic Science University of Pune , Pune 411 007, Maharashtra State INDIA. E-mail : Tel: +91-20-2546-9064; INDIA 4. Professor Dr. James H. McGuire Chair, Department of Physics and Astronomy 2001 Percival Stern Hall, Tulane University, New Orleans, Louisiana-70118 U. S. A. E-mail Tel: (504)-862-3169 ; USA and (504)-865-5520 ; USA 5. Professor Dr. Melvyn P. Levy Department of Chemistry P. Stern Hall Tulane University New Orleans, Louisiana 70118, U. S. A. ML: now RETIRED from Tulane; currently visiting faculty, Duke University, NC. His contacts: E-mail: Tel: (919) 660-1675 6. Professor Dr. Robert G. Parr 701, Kenmore Street Chapel Hill, North Carolina 27514 U. S. A. E-mail: Tel: (919)-962-1577 ; USA (RGP: Retired from UNC now). 7. Professor Dr. Vivek Sharma, Department of Physics , University of California at San Diego

5561 Mayer Hall, 9500 Gilman Drive, La Jolla, CA 92093-0319 U.S.A. Phone: UCSD: +858 534 1943 (off) E-mail: +858 353 4679 (mobile) Phone: CERN: +41 22 76 74918 (off) +41 76 487 1855 (Mobile) Web: (Professor Dr. P.V. Panat (himself a Ph.D. from UC Berkeley) who had been my Ph. D. advisor, unfortunately passed away on 2009 JAN 20).

Dr. Rajeev K. Pathak TEACHING PHILOSOPHY: MY STATEMENT I would like to take the liberty of sharing my thoughts as a teacher: I have chosen the vocation of a teacher because that I like best ... t eaching is indeed a noble profession and a good teacher can shape the minds of h er/his students by giving them the right stuff, during their formative years rig ht at the undergraduate level, so that they would ever be better and better in a ttaining higher levels. Thus goes a Sanskrit saying (translated--) aThe most co ntented teacher is one whose disciple, some day, surpasses him and even adefeats a her/him (i.e. defeats the preceptor or mentor) in academic wrangling!aasuch te acher would be most contented! Thankfully, I am onea my erstwhile doctoral stud ent (now a scientist faculty at UTEP) has attained the status of being recognize d worldwide! The Statement has a direct bearing on physics teaching: so let me put in a nutshell the subjects that I have so far had an opportunity to teach (or, rat her asharea), both at undergraduate as well as graduate levels. SUBJECTS TAUGHT THUS FAR Among the subjects I have had an experience in teaching hitherto are: Undergraduate level: (algebra-based (non-calculus)) Theory of Waves; Theory of Sound, Electro statics; Magnetostatics; Magnetic Effect of Electric Current; Electromagnetic In duction; Optics: Mirrors, Lenses, Applications of Optics: Optical Instruments su ch as the Astronomical Telescope and the Compound Microscope; Wave-particle Dua lity; The Heisenberg Uncertainty Principle; basic tenets of Quantum Mechanics, R adioactivity; the Bohr Atomic Model; Atomic Shells. (calculus-based) Classical Mechanics: Statics and Dynamics, Electricity and Magnetism, Heat and Thermodynamics, Quantum Mechanics (elementary as well as ad vanced), Mathematical Physics, and some laboratory courses on mechanics. Masteras and graduate levels: Non-relativistic as well as Relativistic Quantum Mechanics, Advanced Quantum Mechanics, Quantum Field Theory with an emphasis on Quantum Electrodynamics, Classical Electrodynamics, Statistical Physics, Chemica l Physics, and Mathematical Physics.

SOME IDEAS ON TEACHING AND STUDENT-RESEARCH I believe in aNOT taking things for granteda during teaching. M any a time, familiarity is often confused with understanding: I have found that you have to give an initial impetus to the students by actually and fully workin g out things to the nitty-gritty detail, for starters. If not, the studentsa mi nds wander off, wondering how a particular formula has been derived, or applied. Sometimes, what a thing really is and what it is not is also important to tell , because there are pitfalls everywhere solely due to incorrect/inadequate inter pretation. I trust, one must bring out, as a teacher, the concept and the theme in the maze of the formulas and derivations in all branches of physics. Also, this tones the minds of the students toward analytical thinking, making it less aenigmatica. Being in academics has a unique privilege: academics offers to l earn new things in physics as much as to teach physics to students. In as much as possible, I make an endeavor to provide the students with lecture notes to have their undivided attention. I have also have arranged for a large number of in-class demonstrations and toy-type gadgets for hands-on exp erience. For example, the Brachistochrone problem (this apparatus was made by t he students: I just gave them the pointers) for calculus of variations; LASERs to demonstrate diffraction to higher orders; adancing discsa and slowly falling magnet to bring out the Faraday-Lenz law of electromagnetic induction; adynam ica reaction by a platform onto a falling chain (this experiment demonstrates th at a falling chain, during its fall under gravity actually exerts a force exact ly three times its accumulated weight : students were pleasantly surprised to note this and were excited to actually feel the force on their outstretched pal ms!). Students were also encouraged to make quantification for these phenomena wherever possible, with actual practical values. They themselves figured things out, for example, what gauge copper wire would be employed for the experiment o f dancing discs, about the reaction force associated with variable mass and thus forth. They were made to think (and were not asked what to think upon), for e xample about the Brachistochrone problem --the least time path in uniform gravi ty for a mass point-- the least distance rectilinear path is not necessarily the shortest time cycliodal pathabecause the motion is an accelerated one, the spee d is not a constant! Further, if one replaced the mass by a light beam, what pa th would it take --- they then realized that it would have to be a straight line path. But thena did nothing change at all? Well, of course not a what changed was the frequency of the light araya traversing the gravitational field. Of cou rse, l gravitational blue/red shifts and general relativity were not alluded to, yet, they sensed it! I certainly love teaching the undergraduate classes, various physics co urses. As regards classroom instruction, as a teacher, I have and will continue to make an earnest endeavor to emulate the example of the Late Professor Dr. Ri chard Feynman, Nobel Laureate. With him, incidentally, I had had a unique oppor tunity to meet in person and talk at length on physics, free-lance, at his resid ence in the summer of 1984, in Altadena. CA, USA. If I see the beaming faces of my students, "that they have understood the stuff", I consider that "my day is made!" The Tulane undergraduate-teaching experience, my most recent one, was ind eed gratifying, there were some really motivated boys and girls at Tulane who vi gorously interacted with me academically and the association proved mutually ver y beneficial, because they occasionally asked me such thought-provoking question s that I had to very carefully think and reaffirm the things before I came up wi th a satisfactory answer! While I appreciate to usage of gadgets, I still valu

e the chalk-and-talk method, because the studentsa thoughts can be made to tunein ain phasea only with the blackboard; it has a human element tooathat boosts t he confidence of the student and instills a desirable quality not to jump steps and carry out everything systematically, stepwise. I also believe that supplementary to the conventional classroom educat ion, the students should be encouraged to hold informal discussion sessions and also perform laboratory and computer experiments, undertake projects where they have a free hand. However, too much computation with no trace of reality is als o detrimental: after all, aLife is not a simulation!a RKP [!!!]. The dependenc e on rote also has to be eliminatedathe following small story will elaborate on what I mean--Let me quote an incident from Feynmanas a Surely Youare Joking Mr. Feynma n! a : In Brazil (where he was once visiting on a Sabbatical), students were per forming experiments to demonstrate the Brewster phenomenon: that light could be rendered into polarized light by shining it on a denser medium at a designated a ngle making it reflect from it. The batch was very meticulously trying to perfor m the experiment in accordance with the trite maxims given in the book: by mount ing the polarizers, analyzer-prisms and thus forth, on an optical bench. Feynma n simply asked them to look at the ocean basking in the springtime sun and to ro tate their analyzer crystals and just keep looking through them, and lo-and-beho ld, the field of view, at a particular crystal orientation, was mostly darkened! It was the veritable Sun that was the asource of lighta, and The South Atlanti c Ocean provided the adenser mediuma for the sunlight to get (by and large-) pol arized. This true story is, for an aspirant as well as a veteran teacher, both an eye-opener and a paradigm of what a true teacher should be likeaimparting kno wledge through observation of the world around! I later tried in my class with a simple observation through the analyzer, at the diffuse reflection of a tubelight on the floor, for a particular orientation, almost disappeared! I made th e entire Masteras degree class observe this phenomenon. Likewise, sprinkling ch alk dust in a long beaker and shining laser light at an appropriate angle shows a beautiful pattern of total internal reflection. The students were thrilledafo r one reason that the phenomenon that they had learned could actually manifest; secondly, they could relate what they were taught, to adown-to-eartha physics. Another aglaringa example, where we tend to just ignore is that, the thin crescent moon during a clear night shows a dim glow over its aothera segment, n ot directly illuminated by the sun: the reason is aEarthshinea: Sunlight reflect ed from the earth hits the moon and is re-reflected to reach the earth: many a s mart student was unaware of this a it is the job of a teacher to inspire their y oung minds! The aslinkya, a remarkable toy, has also been used to demonstrate (especi ally-) longitudinal wave phenomena, so also a long heavy chain, for transverse w aves. For a demonstration that a wave being reflected at a denser medium suffer s a phase shift of 180o, I brought a long heavy chain and let the students have a hands-on experience: the exactly-out-of-phase ajerka at the point of wave-refl ection gave it all. The same thing went for the observation: a leaf-spring bala nce (for recording weights of neonatal), no matter how gently you stepped on, or put the weights in the balance, and the initial akicka is at least twice the ac tual weight! Quantifications came later simply by invoking conservation of ener gy, but the feel -- the perception -- was more appealing! Such a teacher truly becomes a friend, philosopher and guide to the students. I shall always make maximal endeavor to be one! On one occasion, I gushingly entered my aelectricity and magnetisma cla ss (during my Tulane undergraduate teaching) and asked my students a question th us: aHave you come across a gadget that absorbs ALL electromagnetic radiation? --- Well, they have found such a novel material!a The students were a little p

erplexed --- a question coming from a teacher a" has got to be a tricky one --such was their mindset, and the cause of bewilderment. Nobody answered a When I told them that a metal (or, for that matter, a conductor) absorbed EM radiation , the entire class burst into laughter --- everybody realized that they were adu peda! Then they realized why their cellos or transistor radios did not functio n in trains or inside buses and they had to get closer to a window for their ope rations. I could explain them the phenomenon on the basis of energy-bands in so lids: the metal having its conduction band partially filled, thus always making transition to the unoccupied levels (for RF, IR, optical wavelengths) possible. I tried the same thing on my aadvanceda-level students in Puneathe effect was TH E SAME!!!! On the basis of classical electrodynamics, I then taught them the sk in effect la Jackson a" the class told me later that they would never forget th e skin effect a" they might forget the derivation, but not the phenomenon! Li kewise, despite the maximal sensitivity of the human eye to yellow color, why ar e danger/caution/STOP signals in red color?...Because the red light scatters the leastapierces through the longest. There is a lot of physics in our day-to-day , seemingly innocuous experiences! Yet another remarkable example: If two (grown up, adult-) friends are standing j ust half a meter apart and if each of them has just one percent surplus electron s in their bodies, the force of repulsion would be incredibly phenomenala ~ 1027 Newton, well enough to alifta about 100 earths in uniform aexternala gravity li ke the terrestrial one. This statement, without proof, is made in Vol. 2 of the Feynman Lectures on Physics! Whenever I derive this force from elementary cons iderationsaeven the most ainerta student is aenticeda into liking electrodynamic s!!! As we all know the hierarchy goes as information a' knowledge a' wisdom, and the role of a teacher is to set the minds of his/her students on this right path. Given an opportunity to teach at your institute, I assure that I shall d o my best to impart the maxims of physics to the students in a most palatable wa y, without taking things for granted, so that they would always have a self-kind led confidence in tackling problems in physics in particular and even in other w alks of life, and they would ever excel in whatever vocation they choose. Pleas e allow me just add that I resonate with gives me a 100% satisfact ion! In my home country, India, there exists a host of diversities: cultural, linguistic, ethnicalike probably in no other single nation in the world. I hon or, cherish, and respect cultural diversitya with globalization; unification of plurality is a worldwide phenomenon. Science is a great unifier: the principle s of physics, for example, are impersonal and applicable uniformly all over in t he universe (agravitationa a la Newton is auniversala gravitation, just to cite an example).

MY COMMITMENT The trio of information a' knowledge a' wisdom a" I assure you that I shall spar e no effort to accomplish that, with concurrence a"a confluencea" of head, hand and heart!!

STUDENT-RESPONSES RESPONSES FROM UNDERGRADUATE STUDENTS: PHYSICS 122-Dr. Pathak, Tulane University, New Orleans, LA, USA: Reproduced hereunder, verbatim, are some representative responses by students, w ho attended classes regularly. Some anonymous responses were posted on the Clip board. I really appreciate that the students took their time to respond, but al l these superlativesa???? ..that is way too muchaafter all, I did try to convey to them the stuff in the best manner I possibly could with diligence and dedicat ion, but all I can say that these young undergrad boys and girls are yet to see the wide world out there! Listed below are a few excerpts from responses from students:

1. Anonymous responses on the ablackboard learning facilitya Clipboard: aa.Please let us have Dr. Pathak teach all the physics coursesaa (Anonymous-1) . aaPhysics can indeed be fun. Dr. Pathak has, whenever possible, backed the stuf f by demonstrating the principles of physics, I guess, however, that some of us fell short of appreciating his enthusiasmaa (Anonymous-2). 2. Excerpts from actual responses AFTER the results were declared; signed by a few students: Dr. Pathak was nothing short of extremely accommodating and willing to help us l earn the material. Not only does he keep office hours every Tuesday, but he nev er asks anyone to leave, even when the hours are over, if the person still has q uestions or does not quite grasp the material; the times I have come to office h

ours, there have usually been one or two other people there also. Besides Dr. Pathakas office hours, he always stays after class to discuss questions, sev eral times having to run and almost missing his bus to downtown in the evening ( Heas even helped me with chemistry concepts). When we asked Dr. Pathak to post practice questions on Blackboard and to change his quiz format, he did, and in o ur favor. While there sometimes exist cultural differences between Dr. Pathak a nd the rest of us, he has always tried to adapt. He is an attentive, jubilant p rofessor, and he makes me enjoy coming to class. Thank you for your time. Sincerely, Carleigh F. Hebbard a09 To whomever it may concern, Dr. Rajeev K. Pathak: Dr. Pathak has been a great professor this semester. His lectures are thorough, organized, and well taught. He is very understanding and considerate of his students' needs and concerns. Dr. Pathak is always enthusiast ic when he comes to class even though we know that he is re-teaching the same ma terial three times. I have enjoyed taking this class with Dr. Pathak and feel th at I have gained a better understanding of the subject matter. Please take my le tter into consideration. Thank you for your time. Sincerely, Mediha Ahmad Throughout the semester he has consistently presented his lectures with enthusia sm. In fact, despite all the equations for all the different types of energy we have been taught, there is none which can describe the energy that Dr. Pathak di splays. Thanks, Steven Bright

I agree with you. I'd choose Pathak to teach me physics any day. I do think tha t he may not have the worldas best system for homework, but teaching-wise, I've really learned a lot from him. - Sarah Gilbert I do admit that Dr. Pathak does have aunusuala (quotes: mine (RKP)) teaching met hods (he uses the blackboard and rarely other gadgets) and different opinions on what, and how things should be tested. He has always been quite willing to list en to the concerns of the students and adapt appropriately. In fact, after each of our three tests he changed the format to suit the needs of the students. I know few professors here at Tulane that would take such care. He was genuinely interested in teaching physics and making sure that we learned the concepts, and always made time to discuss things with us. Sincerely, Tiffany Jobe '07 Professor Pathak, I just wanted to make sure that I put my homework and Quiz 1 questions in the ri ght mailbox. Also, I wanted to let you know that I thought you are a very fair a nd competent teacher. I have a much better appreciation for hard work now, espec

ially after that final. Again though, thank you so much for the opportunity give n to all of us for making up homework assignments, and all of your time and effo rt that you devoted to the class. Wherever your teaching takes you, I wish you t he best. I will never forget Physics 122 at Tulane. Regards, Tyler Chapman Never forget Physics 122 at Tulane (and RKP)????athe feeling is MUTUAL, Tyler! ( --RKP) RESPONSES FROM GRADUATE (MASTERaS) STUDENTS University of Pune, PUNE 411007, MH, INDIA: University of Pune, India has an anonymous teacher-evaluation. Dr. Pathak is aPerfection amplified!a (RKP: What is that supposed to meanayou a in't seen the world out there, buddy????) aaDr. Pathak gets as close to our image of a perfect teacher. He has all the ti me for students and skips office-meetings to attend to our difficulties in quant um mechanicsaa (Hey, wait a minuteaI have skipped very few faculty-metings and e ngaged sessions to cater to students'difficulties, but NEVER shrugged away admin istrative responsibilities) aaQuantum Mechanics-I under Rajeev Pathak is the least difficult of all the cour ses in this semesteraa (Among Mathematical Physics, Classical Mechanics, electr onics and QM-I) aaQuantum Mechanics-IV courses is very demanding and so is the teacher, Dr. R.K. Pathak. We, however, were amazed, pleasantly so, to realize that he has put i n so much of an effort to elucidate the concepts and illustrated, for example, t he QED process fo Compton scattering with his hand-outs and with EACH-and-EVERY step in that 38-page derivation of the Klein-Nishina formulaa: This remark was made by the entire class of 2002. aaWe sometimes feel that we must put in effort as much as Pathak Sir puts in to teach the subjectaa aaI, for the first time have realised why the total solid angle subtended by any closed area at an interior point is four pi stereo-radians, after R.K. Pathak S ir conclusively proved it in our ED-I (Electrodynamics-I) class aa STUDEDNT-FEEDBACK: Over the the years, feedback by the students by and large has endowed me the sta tus of being an aoutstandinga teacher. Recently, I taught the courses QUANTUM MECHANICS-I& II. Fifty-six (56) students opted for evluation. The process is utterly confidential: the teacher is NOT p ermitted even to aloitera in the vicinity of the Hall at the time of evaluation. Distribution for the answer to the question aHow do you rate Dr. Pathak as a tea cher?a is: OUTSTANDING EXCELLENT AVERAGE POOR 49 6 1 --The answer to the question aDo you think his lectures were inspiring and motivat

ive?a had the break-up: HIGHLY VERY MUCH SOMEWHAT NOT AT ALL 50 5 1 --The question: aDoes he handle student-difficulties with PRIORITY?a Had a unanimo us aYESa from all the 56 students; so did the answers to the questions aIs he op en to suggestion by the students?a and aDo you think he has tried his best to ma ke the subject understandable?aaboth these had a perfect aYESa : 56/56.

An associate of mine presented the following to me. There apparently exists a website (blog?) to rate university teachers (probably confined to the United States. I am not sure of the authenticity of the arating a process, but I am delighted that the students have acknowledged my earnest end eavor toward sharing some exciting introductory physics in the course PHYS-122 w ith all the three wonderful sections (totaling about 150 students, cumulative). Some students seem to be sore about the grades they received, but then some ot hers have written a arebuttala of sort, absolving the teacher (whew!) and pointi ng out that the aculprita is the curving process. Here it isa as receiveda Rajeev Pathak's Scorecard: (Italicized emphasis below: mine). a No. of Ratings: 7 (The sample space is admittedly too low for statistics to be applied, stilla) a Average Easiness: 4.7 a Average Helpfulness: 4.1 a Average Clarity: 4.7 a Hotness Total: 4 a Overall Quality: 4.4 Rating Key: Good Quality Average Quality Poor Quality Hot Rating Left by a Registered User Flag This Rating a Easiness a Helpfulness a Clarity a Rater Interest Page: 1 of 2 Date Class E H C RI User Comments

Professors add your rebuttal here

2/2/09 PHYS122 5 5 5 5 Hi Pre-Med, The fault isn't Dr. Pathak's. The culprit is the curving algorit

hm of the physics dept that puts class average at C. If your class did too well, av hikes up; you arenat visible and are dumped. I expected A/A- got B+. Youad a gree, all the same, we learned wonderful physics. Wish Dr. Pathak stayed more in Tulane. I'd recommend him. 12/19/08 PHYS122 5 3 5 3 Dr. Pathak is wonderful person, but not so good with grading. After getting above average on all the tests I received a mysterious C+ as my final grade. Thi nking I was around the B+/A- range I was incredibly shocked. When I tried to con tact Dr. Pathak after the final he was on his way back to India never to be hear d from again... Irritated Pre-Med. 8/20/08 PHYS122 5 5 5 5 Enthusiasm, thy name is Pathak. A devoted teacher, very helpful. Attended to all difficulties. Thnx, used the board not ppt. In tune with students. Changed test formats per request. Gave useful HW hints. Classes were a treat. Cute guy f rom India; expected everyone to be perfect. Highly recommend him. Has he left TU ? Guess I saw him Mar 08 (?) 8/18/08 phys122 5 5 5 5 I recount wonderful Physics 122-Spring '07 with Dr. Pathak. Always in tune w ith the students, has inexorable enthusiasm, patience, energy. Never referred to notes during teaching, elucidated physics with demos, waited after class for di fficulties. Spoke gr8 English! I learned some genuine Physics, got A-, I'd never dreamed of. Where is he now? 8/6/08 PHYS122 5 5 5 5 He consistently presented his lectures with unfazed enthusiasm. H